Pedagogical Sustainability of Interoperable Formal and Informal Learning Environments

2011 ◽  
pp. 1-24 ◽  
Author(s):  
Sabrina Leone ◽  
Giuliana Guazzaroni
Keyword(s):  
Web 2.0 ◽  
Informal Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Approaches ◽  
Learning Networks ◽  
Informal Learning Environments ◽  
Formal And Informal Learning ◽  
The Individual

Nowadays interaction and networks appear to be crucial. The impact that new technologies have had in every field has flowed into a rethinking of knowledge, knowledge management, teaching and learning, networks and the individual. Formal, non-formal and informal learning have become key words of this age. New technologies and the revolution of Web 2.0 social tools have deeply influenced learning approaches. However, the effectiveness of Web 2.0 educational tools depends on the pedagogical sustainability beneath and on internationally shared standards to facilitate interoperability. This chapter aims to discuss the pedagogical sustainability of interoperable formal and informal learning environments. Advantages and drawbacks will be highlighted, in terms of technological and pedagogical effectiveness and appropriateness, through two case studies illustrating respectively the combined use of Moodle (LMS) and Elgg (PLE) at the University of Florence to facilitate lifelong learning, and a recent experience of integration of Moodle, Mediawiki and De.li.cious that we have carried out as PhD students in elearning at the Università Politecnica delle Marche.

How to become a beekeeper: learning and skill in managing honeybees

2016 ◽  
Vol 25 (1) ◽  
pp. 31-47 ◽  
Author(s):  
Emily Caroline Adams
Keyword(s):  
United Kingdom ◽  
Informal Learning ◽  
Learning Environments ◽  
Formal Education ◽  
Animal Husbandry ◽  
Ethnographic Research ◽  
Informal Learning Environments ◽  
The United Kingdom ◽  
Formal And Informal Learning

Beekeeping is a highly skilled form of animal husbandry that dates back to centuries. It has become a popular hobby in the United Kingdom, but as an activity has rarely featured in geographical research. In this article, I present beekeeping as an interesting site of study for cultural geographers interested in enskilment processes, education and expertise. This article draws on in-depth ethnographic research with a community of hobby beekeepers in Lancashire, United Kingdom, to give a detailed analysis of the enskilment process of novice beekeepers, how this process is being shaped and influenced by a trend towards increasingly formal education tools within the community, and what this means for those interested in the power of skilled practice and expertise. In doing so, it explores issues around formal and informal learning environments, the role of social context in shaping learning, the power of government advice, and it illustrates the complexity introduced by close engagement with an insect.

scholarly journals Teachers views' on awareness of environmental acquiring in informal learning environments: The sample of Kocaeli Science Houses)

2013 ◽  
Vol 3 (1) ◽  
pp. 15-26 ◽  
Author(s):  
Ragıp Çavuş ◽  
Ünsal Umdu Topsakal ◽  
Aysun Öztuna Kaplan
Keyword(s):  
Informal Learning ◽  
Learning Environments ◽  
Learning Activities ◽  
Analysis Method ◽  
Informal Learning Environments ◽  
Purposeful Sampling ◽  
Content Analysis Method ◽  
Formal And Informal Learning ◽  
School Learning ◽  
Out Of School

The aim of this study is to determine the teachers' view about getting students be aware of awareness of environmental according to the activities in Science Houses. 15 Science and Technology teachers working in Kocaeli Science House participated to the search which has been carried out in 2011 - 2012.In this research fenomological approach has been applied. Purposeful sampling is used. Semi-structure interviews and open-ended question forms which were prepared by the researchers and checked by experts were applied as data collection tools. Content analysis method is used for data analyzing.Teachers who participated in this study emphasized the importance of out of school learning environments and also Science Houses' activities for awareness of environmental. Furthermore they added that formal and informal learning activities should be together and teachers should take students to the out of school learning environments.When the literature is examined it is seen that informal and formal leaning areas are both important for awareness of environmental. In this research views of teachers working in out of school learning environments about the activities and students' awareness of environmental are investigated according the literature. As a result of this study it is found that out of school learning environments are important for awareness of environmental and these areas and their activities should be increased. It is hoped that this research will help the investigators who want to study about out of school learning environments.

scholarly journals A system for equity: enhancing STEM education during a pandemic

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Macie N. Baucum ◽  
Robert M. Capraro
Keyword(s):  
Informal Learning ◽  
Learning Environments ◽  
Positive Influence ◽  
Sudden Onset ◽  
Stem Fields ◽  
Stem Careers ◽  
Content Type ◽  
Informal Learning Environments ◽  
The Individual ◽  
Career Perceptions

PurposeThe purpose of this paper is to report the change in students' STEM perceptions in two different informal learning environments: an online STEM camp and a face-to-face (FTF) STEM camp.Design/methodology/approachFor this quasi-experimental study, 26 students participated in an online STEM summer camp and another 26 students participated in the FTF STEM camp. Students from each group took the same pre- and post-STEM Semantics Survey documenting their perceptions of the individual STEM fields and of STEM careers. Wilcoxon Signed-Rank tests, Mann–Whitney U tests and corresponding effect sizes were used to compare the pre- and post-scores within and between the camps.FindingsResults indicate that both camps produce similar outcomes regarding STEM field and career perceptions. However, analysis of all statistical values indicates that the online STEM camp can produce a larger positive influence on STEM field perceptions and the FTF camp can produce a larger positive influence on STEM career perceptions.Research limitations/implicationsThis suggests that STEM camps, both online and in-person, can improve students' perceptions of the STEM fields and of STEM careers. Implications from this study indicate that modifications of informal learning environments should be based on the type of learning environment.Originality/valueThis manuscript discusses the development and impact of an online STEM camp to accommodate for the sudden onset of the COVID-19 pandemic and the inability to hold an in-person STEM camp. These results may influence the curriculum and organization of future online and FTF STEM camps.

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